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REPORT OF THE BOARD OF OFFICERS 

OF THE 

RUSSIAN COLLEGIATE INSTITUTE OF NEW YORK 

FOR THE ACADEMIC YEAR I919-I92O 

Council of the Russian Collegiate Institute 

Gentlemen: 

I have the honor to submit to you for approval the Report of 
your Board of Officers for the Academic Year 191 9-1 920, including 
introductory remarks on the education of Russian workmen in the 
United States, by the President of the Institute, a survey of work 
accomplished, by the Vice-president, the Treasurer's report and 
the report of the Auditing Committee. 

Respectfully yours, 

Alexander Petrunkevitch 
President 



TMP92-008116 






EDUCATION OF RUSSIAN WORKMEN 
IN THE UNITED STATES 

No problem of education in the United States in recent years has 
equalled in importance that of imparting knowledge to the adult 
Russian workmen and schooling their minds. Refugees of the Old 
World and of a time-honored system of exploitation, frequently 
illiterate in their own language, constantly on their guard against 
things unaccustomed lest some harm befall them, well aware of 
their own lack of training, class-conscious, suspicious of the motives 
of men with better education, greater financial resources or au- 
thority, confused in their minds by events in Russia — the Russian 
workmen can be handled neither as normal adults, nor as other 
foreigners. A few among them manage, indeed, to acquire 
some knowledge of English in the public evening schools, but the 
majority become quickly discouraged and drop out or continue to 
study in their own poorly equipped schools supported by some 
local Russian organizations. Any attempt to induce them to study 
at an American school meets with the suspicion that behind the 
outward desire to give them education may lurk the disguised 
intention to "Americanize." The workmen are willing enough and 
even anxious to study, provided the knowledge is imparted to them 
in a manner allowing easy assimilation, but even those among them 
who will eventually seek admission to citizenship resent the con- 
junction of education with Americanization. 

Moreover, the Russian workmen need not only a knowledge of 
English which shall benefit them in their particular trade or work ; 
they need knowledge of all subjects regularly studied in schools, 
especially mathematics, and that knowledge must be imparted to 
them simultaneously with the English language if it is to be of use 
to them while they remain in this country. Prolonged postpone- 
ment of the acquisition of such knowledge is apt to produce an 
unfavorable reaction, to discourage them, to make them acquiesce 
in their status quo. But how can the knowledge be imparted in a 
language which in itself forms a subject of hard study? 

[ 3 ] 



The problem is not an easy one and it is evident that only Rus- 
sians or men well acquainted with the Russian language will be 
able to solve it. Even so, the difficulty is not at once removed, for 
the present psychology of the Russian workman puts an almost 
insurmountable barrier between him and those whom he mistrusts 
politically, even though such persons be gifted and experienced 
teachers. The first and most necessary step on the part of the 
teacher is, therefore, to instill into the minds of his pupils confidence 
in himself, to create an atmosphere of mutual respect, based, not on 
the amount of knowledge which each possesses, but on purely human 
attributes and earnestness of purpose. And this confidence can be 
created not by a confession of a political credo before a sensitive 
and exacting audience, but by a most scrupulous avoidance of the 
slightest expression capable of misinterpretation, and by an abso- 
lutely impartial yet interesting and live presentation of the subject 
of study. 

But knowledge alone, whether elementary or of the most ad- 
vanced kind, does not in itself necessarily develop the social and 
ethical instincts. Highly efficient egotism and fiendishness have 
caused the convulsions of the World, and workmen who have been 
economic slaves for generations, through the possession of knowl- 
edge may become the agents who will destroy civilization. They 
must be taught to apply their knowledge for the benefit of humanity, 
in the service of the common good which is the only measure of 
true citizenship. Here again the difficulties are almost insur- 
mountable. The cannons were still thundering to make the world 
safe for democracy, when democracy itself was declared to be an 
illusion of reactionaries. The idea of right became totally confused 
in the minds of the Russian workmen, and to them still denotes 
only what is of benefit to their class alone. The Law lost prestige in 
their eyes, and what was left was rudely shattered by the un- 
American and un-democratic police raids and arrests. Under such 
circumstances, to attempt to teach citizenship through an acquaint- 
ing with the country's institutions and cultivating a respect for law, 
would be nothing short of ridiculous. 

Here again mutual respect alone offers a firm basis for construct- 
ive work. In A measure as they learn to respect their teachers, the 
workmen learn to respect the institutions which support the 
teachers' work. The personal element entering as a wedge between 
the better attributes of their character and the extraneous super- 

(4i 



position of hatred resulting from sad experience, opens the way to 
healthy influences. Slowly hatred gives way to doubt, doubt to 
the assurance that there is good in the new relationship, creating 
in them a feeling of responsibility. Those who have attended the 
lectures regularly, have come to look upon the Institute as some- 
thing contributing a necessary element to their existence, something 
that would leave a void in their life if the work of the Institute were 
suddenly discontinued. 

The object of the Russian Collegiate Institute of New York is, 
therefore, not simply to give useful knowledge, but by giving it 
impartially and free from all political or religious bias, through 
personal contact with the workmen, to fill the wide gap made by 
the Revolution between them and the educated classes and thus 
help the Russian workmen to become useful members of the 
community of whichever country they may freely choose as their 
own. To accomplish this, the plan of the work must necessarily be 
adapted to its particular purposes. Accordingly, the Institute does 
not attempt either to imitate or compete with American educational 
institutions. The night school capable of seating about no students 
accustoms them to the Institute. They study English as an obliga- 
tory subject, but all other subjects are taught in Russian. They 
come in personal contact with their teachers ; they receive courteous 
attention; they find willing counselors; they learn, by example 
rather than through peremptory exaction, the rules that govern all 
human associations. 

The work of the Technical Department is naturally limited by a 
lack of equipment and of sufficient funds. But the account given 
in the Vice-president's report shows quite encouraging results, and 
gives an intimation of what could be achieved in this line if the 
resources were greater. 

By far the most important phase of the work consists in lecture 
courses, given under the auspices of the Academic Department. 
These courses are given Saturdays and Sundays, afternoons and 
evenings, and cover a number of subjects. They are given in various 
cities in which there are Russian workmen in sufficient number to 
warrant the sending of lecturers, and they enjoy great popularity 
as is shown by the number of workmen attending them and by the 
constantly increasing demand from various organizations for 
lecturers. Besides furnishing the workmen with information of the 
broadest educational value, these lectures have rapidly accomplished 

[5] 



another, a most commendable result : the pre-occupation of the men 
with politics has diminished in proportion to the increase in their 
interest in the acquisition of knowledge. The halls are often so 
crowded that there is not even standing room. Indeed, the number 
of lectures given by lecturers of the Institute is limited only by 
lack of sufficient funds and could easily be quadrupled under favora- 
ble circumstances. 

In reviewing the work accomplished during the first academic 
year we well may admit that not everything went smoothly, that 
the choice of courses might have been made more in harmony with 
the aims of the Institute, and that much has been left undone be- 
cause of the novelty of the enterprise. At the same time the mem- 
bers of the Institute may feel proud of its actual achievement, for 
nothing comparable to this work has ever before been attempted in 
the United States. 

The problem of educating Russian workmen in the United States 
is both a Russian and an American problem. Russia needs skilled 
men, needs future builders of the new commonwealth. America 
does not want discouraged and dissatisfied workmen, does not want 
men unacquainted with the advantages of freedom in a civilized 
country and with the responsibilities of free citizens. No coercive 
measures, no restrictions, no isolating, no punishment, no propa- 
ganda can make of foreign workmen useful members of the com- 
munity. This can be accomplished only by education, by example, 
by patience, by mutual respect and by confidence in the democratic 
principle of public service. 

The work of the Institute was made possible through the gen- 
erosity of several donors, a list of whom appears in the financial 
report, and the chief of these is the Carnegie Corporation. To say 
that we feel grateful to the donors, does not adequately express our 
sense of deep obligation to them. The change in the mental atti- 
tude of the 50,000 workmen whom we have reached is the best 
testimonial to the fact that the gifts were well worth while. 

Alexander Petrunkevitch, 

President 



6] 



A SURVEY OF THE WORK ACCOMPLISHED BY 
THE RUSSIAN COLLEGIATE INSTITUTE 

DURING THE ACADEMIC YEAR I919-I92O 

For a long time the minds of persons devoted to the welfare of the 
Russian immigrants in the United States, have been seriously 
occupied with the idea of organizing a Russian educational institu- 
tion which would, as a main nursery of enlightenment, serve the 
intellectual and cultural needs not only of those residing in some 
large industrial centre, such as for instance New York, where it 
might be located, but also of the greatest possible number of the 
Russians scattered over the country. 

There has long been felt the urgent need of an institution which 
would come to the assistance of the helpless mass of the Russian 
immigrants by lifting their cultural and educational level in general 
and by ameliorating their material condition through disseminating 
among them purely practical information, such as technical knowl- 
edge of various kinds, an acquaintance with the language, the history, 
and the institutions of the country which they find themselves 
residents of and are perfect strangers to, without the language and 
pitifully uninformed. 

Yet the idea never approached anything like its full realization 
owing to the absence of an adequate contingent of persons possessing 
sufficient preparation, experience and knowledge in matters pedagog- 
ico-educational and social ; to the lack of organization among the 
Russians in the United States; and, finally, to there being no funds. 
So for years and years it remained in the realmof "good intentions." 

It was only after the Federation of the Russian Organizations in 
America had come into existence that these good intentions began 
to move towards actuality. The thing that contributed most to 
such progress, was the fact that, as a result of the events in Russia 
in recent years, there appeared here in America Russians of great 
experience in the fields of social and educational work. 

Following the second convention of this Federation a small 
Russian school was opened in New York on the 15th of March, 191 9. 
From the very outset of this school's activity it was clear how diffi- 

[7] 



cult it would be to satisfy the most elementary cultural needs even 
of those residing in New York. Still the problem of extending the 
work had to be faced. As increasing the teaching facilities and 
attracting a larger staff of competent instructors were the most 
important sides of this problem, great additional expenses were 
necessarily implied, and thus the solution of the whole problem 
depended on the possibility of obtaining the funds. Consequently 
all the efforts of those at the head of the school and of the Federation 
were now exerted in this direction; and thanks to the endeavors 
of Professor A. Petrunkevitch and of Mr. J. Landfield, success was 
at last met with : the necessary financial aid was secured from the 
Carnegie Corporation and from other courses, and the establish- 
ment of the Russian Collegiate Institute now became an assured fact. 

Such being the case, the necessary staff of specialists was immedi- 
ately gotten together to take part in the administration and instruc- 
tion in the new Russian institution. The work of the earlier school, 
pending its transformation, proceeded on a larger and upon an 
improved plan. 

In the meantime preparations for the new institution continued 
up to the memorable date of June 24, 1919, when at a special meeting, 
called for the purpose, a resolution was passed in accordance with 
which the present Russian Collegiate Institute was officially estab- 
lished, and in the following September the classes and lectures of 
the first academic year began. 

As the basis of its work, the Russian Collegiate Institute adopted a 
broad program, democratic in spirit and purpose, the aim of which 
was to make the Russian Collegiate Institute a live factor, responsive, 
to the uttermost, to the cultural and educational needs of the Russian 
workingman in this country. 

In order to convey a more or less adequate idea of the amount of 
instruction given during the first year, and the results thereof, in as 
far, at least, as such results are capable of expression in academic 
terms; the following statement contains in brief the general plan 
and program by which the instruction has been conducted; and 
points out as well the departures and omissions necessitated by the 
actual conditions of the work. 

All the instruction has been distributed among three departments: 

1. Preparatory (Russian school) 

2. Special (Technical and Agricultural) and 

3. Academic (Lectures on subjects of general education) 

[8] 



i. The instruction given in the Preparatory Department, has 
been grouped in four grades according to a previous training or a 
lack thereof demonstrated by the applicants at the time of enroll- 
ment. The subjects taught and the manner of their distribution 
throughout these grades, may be seen from the following table : 

a. First Group: for the illiterate or nearly so; 
Russian: the elements of the language. 

Mathematics: the elements of arithmetic. 

b. Second Group: for persons who could read and write, and had certain 

unsystematic knowledge in the elements of arithmetic; 

Russian: introduction to grammar (elementary syntax and mor- 
phology). 

Mathematics: systematic drill in the fundamental arithmetical opera- 
tions as far as fractions. 

c. Third Group: for persons who were able to read and write with ease, 

but were deficient in grammar ; in arithmetic — thoroughly acquainted 

with the four fundamental operations ; 
Russian: systematic review of the grammar and instruction in Russian 

composition. 
Mathematics: fractions and decimals; mensuration; percentage and 

interest. 

d. Fourth Group: for those having had previous training elsewhere suffi- 

cient to enable them to proceed with the following: 
Russian: advanced composition, rhetoric and introduction to the 

general history of Literature. 

Mathematics: algebra and geometry. 

N. B. English was obligatory in all the above grades; and the students, for 
this subject, were divided into two special grades: I for beginners, and 2 
for those able to understand, speak and write simple English. 

The work in this department continued throughout the entire 
academic year, and the only change in the grouping was the combin- 
ing of the first group with the second, owing to a certain irregularity 
of attendance on the part of the students enrolled in the first group. 
The total number of students attending these classes, towards the 
end of the first semester, was no. These figures together with the 
progress of the students should be most gratifying; more especially, 
as this department may be considered basal, since the development 
of the other departments, depends, in part, on the success of the 
Preparatory, whose chief aims are to equip the students with 

[9] 



elementary knowledge and afford them mental discipline sufficient 
to enable them to pursue the study of more advanced or of special 
subjects or of both. 

2. The organization of the work of the Special Department 
(Technical and Agricultural) proved more complex and, conse- 
quently, met with greater difficulties than had been anticipated. 

According to the program worked out by Prof. D. Vinogradoff 
to whom a full acknowledgement is due for his earnest effort to put 
the Technical Division of this Department on a working basis, 
courses were to have been given on the following subjects: 

a. Thermo-technics 

b. Electro-technics 

c. Hydro-technics 

d. The Automobile and 

e. Mechanical Drawing and Free-hand Drawing. 

That the program was not carried out in its entirety, was 
mostly on account of financial difficulties. Even in the case of the 
Automobile courses, though the Y. M. C. A. had put their auto- 
mobile school at our disposal, experience proved that lacking our 
own machines and shop, it was futile to expect any success in an 
enterprise of this nature. 

Nevertheless that part of the program which it was possible to 
carry out with the Institute's own means, was realized; and in this 
way the courses in Mechanical and in Free-hand Drawing were 
offered, and have been successfully conducted throughout the year. 

The courses in the Agricultural Division of this Department were 
given, by means of weekly lectures, on the following subjects: 

a. Economic Basis of Modern Farming Prof. N. Borodin 

b. Russian Farming vs. American Farming .... Prof. N. Borodin 

c. Artificial Breeding of Fish Prof. N. Borodin 

d. Natural, Historical and Technical Bases of Farming . . Mr. I. Rosen 

e. Tractors on the Farm Mr. V. Kanonoff 

/. Refrigerating Cars Mr. M. Grotten 

g. Inspection of Refrigerators . . . Messrs. M. Grotten and Podziersky 

//. Horticulture (Fruit growing) .... Lectures by Mr. D. Pourmell 

i. Vegetable Gardening Lectures by Mr. D. Pourmell 

j. Inspection of an Agricultural School . Lectures by Mr. D. Pourmell 

k. Farming Machinery Mr. E. Pabo 

fiol 



3. The work of the Academic Department consisted of lectures 
and demonstrations both intra muros and extra muros; in the 
latter case the instruction was given for the benefit of various 
Russian organizations in New York as well as in other places. 
Below is the list of the subjects lectured upon in this Department; 
the instruction, other than lecturing, is also herein indicated: 

a. Natural Sciences in their Application to Life . . . Prof. N. Borodin 

b. Culture and Technics Prof. D. Vinogradoff 

c. On Technical Instruction for the People's Uni- 

versity Prof. D. Vinogradoff 

d. Lectures on Electricity Prof. D. Vinogradoff 

e. Lectures on the History of Civilization Prof. I. Galatsky 

/. Visit to the Metropolitan Museum of Art .... Prof. I. Galatsky 

g. Physical Geography and Astronomy (Lectures) . . Mr. A. Dittmar 

h. Visit to the Metropolitan Museum of Art .... Mr. A. Dittmar 

i. Lecture on Physics Mr. V. Kanonoff 

j. Literature and the People Mr. D. Krinkin 

k. Lectures on the History of Co-operatives in 

Europe Mr. K. Oberoutchefl 

I. Lectures on Biology Prof. A. Petrunkevitch 

m. Visit to the Museum of Natural History . . Prof. A. Petrunkevitch 

n. Lectures on the History of Russian Music Mr. A. Swan 

o. Lectures on the History of Aviation Mr. I. Sikorsky 

p. Lectures on Electricity Mr. I. Sikorsky 

q. Lectures on Modern Russian Literature Mr. E. Tartak 

r. Submarine Navigation Mr. L. Trofimov 

s. Lectures on Physics and Mechanics Mr. V. Tchikoff 

t. "Is Money Wealth" (one lecture) Mr. I. Schwitau 

u. Lectures on Russian History Mr. V. Yakhontoff 

It must be noted that the demand for lectures of this kind grew 
all the time, and, along with this, the radius of the Russian Collegiate 
Institute's work and influence increased in proportion to the number 
of new communitites visited by its lecturers. 

The total number of these lectures reached 278, out of which 121 
were delivered at the Russian Collegiate Institute and the rest 
157 lectures — outside. 

The following list gives the names of the various Russian organiza- 
tions before which the lectures were delivered : 

a. Prosviestcheniie, — in New York. 

b. Nauka, — in New York. 

c. The People's Home, — in Brownsville, N. Y. 

fill 



d. The Russian Christians' Home, — in Brownsville, N. Y. 

e. The Independent Church, — in Baltimore, Md. 

/. The Alliance of the Russian Citizens, — in Waterbury, Conn. 

g. The Peasants' Alliance, — in Waterbury, Conn. 

h. The Union of the Russian Workingmen and Peasants, — in Hartford, 
Conn. 

i. The Union of the Russian Workingmen and Peasants, — in New- 
Britain, Conn. 

j. The Bayonne Branch of the Peasants' Alliance, — in Bayonne, N. J. 

k. The Peasants' Union, — in Detroit, Mich. 

/. The Union of the Russian Workingmen, — in New Haven, Conn. 

m. The Russian Progressive Organization, — in New Haven, Conn. 

n. The Methodist Church, — in Jersey City, N. J. 

o. The Russian Society for Self-Education, — in Meriden, Conn. 

p. "The School for Education Society," — in Newark, N. J. 

q. The Third Branch of the Society Nauka, — in Yonkers, N. Y. 

r. The Union of the Russian Workingmen, — in Hastings on Hudson 

5. The Society "Nauka,"— in Portchester, N. Y. 

/. The Union of the Russian Citizens, — in Philadelphia, Penn. 

In connection with the same Department there were arranged 
five special educational tours, as follows: 

One — to the Museum of Natural History 
Two — to the Metropolitan Museum of Art 
One — visit of inspection to Refrigerators and 
One — to an Agricultural School 

In addition to this during the academic year Moving Pictures on 
educational subjects were shown, and three Literary and Musical 
Evenings were given. 

All this work the Russian Collegiate Institute accomplished 
notwithstanding very unfavorable conditions resulting from the 
present social and industrial unrest and the Russian workingman's 
consequent fear of police raids keeping him away from any gathering; 
notwithstanding the Russian organizations' lack of suitable lecture 
halls; and despite the necessity of first overcoming the inertia of 
the Russian masses and their lack of confidence in the educated and 
socially privileged. 

Nevertheless the -number of those who attended the lectures 
comes up to quite a creditable figure — 50,000. 

[12I 



One more thing remains to mention before closing this survey. 
To supplement its work the Russian Collegiate Institute opened a 
school in Brownsville for Russian children who formed two grades, 
junior and senior, taught by Mrs. Shevchenko and Mr. Raab, 
respectively. The aim of this school was to maintain and develop 
in the many Russian children of that district a knowledge of Russian 
and Russia, and together with this through the children to create 
more intimate relations between the parents and the Institute. 
At first there were in this school 75 children, but later on, owing to 
the unsuitableness of the building for the school, half of them left 
for the Russian Church school. 

Such are, in outline, the results of the activities of our Institute 
in the past year. It was to be expected, of course, that this year 
would be one of attempts, mistakes, experiments and acquiring of 
experience. So the reports of the instructors show that past mis- 
takes and lessons have been profited by and that a great deal of 
very important experience has been gained. There is no doubt but 
that making use of this experience will be one of the tasks of the 
Institute in the coming academic year. 

In conclusion it would not be amiss to call attention to the growing 
demand, coming from the country towns, for Russian teachers both 
for elementary instruction and for instruction in various technical 
and scientific subjects. The extreme lack of such teachers in Ameri- 
ca is so well known that it is useless to speak of it. It is to be hoped, 
then, that the Russian Collegiate Institute, in the coming year, 
further developing its plans and activities, will give attention also 
to this urgently important problem. 

I. Galatzky 

Vice-President 



13 



TREASURER'S REPORT 

To the great regret of the Council Mr. J. Lanclfield was obliged 
to resign as treasurer of the Institute because of his departure for 
California, and the duties of Treasurer were temporarily assigned 
by the Council to its President. The following financial statements 
were prepared by Mr. Havemann, member of the Council, with the 
aid of the Vice-President and Secretary on the basis of records kept 
in the Institute. Owing to the merging of the Russian School into 
the Institute it was deemed advisable to keep the statements 
separate. It may be pointed out that only the Vice-President, the 
Secretary and the administrative assistant received monthly 
salaries because they were required to give their full time to the 
Institute, whereas all teachers, instructors and lecturers were paid 
pro rata for lessons or lectures given. 

Alexander Petrunkevitch 



RUSSIAN SCHOOL 
of the Central Executive Committee of the Federation of Russian 
Organizations in the United States. 

FINANCIAL STATEMENT 
May i, i pip to September 20, igig 

RECEIPTS 



Balance of the fund of the Russian Federation 


$1050.00 


Donated by Mr. A. V. Behr 


1000.00 


" Mr. L. M. Wurgaft 


200.00 


"Youraveta" 


1000.00 


"American Committee of all Russian Zemstwo 




and City Association 


1000.00 


Mr. Galatzky 


17-75 


Received from Treasurer (by Cheque No. 1) 


1000.00 


DISBURSEMENTS 




Rent 


$1600.00 


Improvements and alterations 


950.00 


Salaries 


1379.00 


Furniture 


391-75 


Books and School Supplies 


110.60 


Office Expenses and Housekeeping 


54748 


Moving Picture Lantern 


148.92 



Balance 



$5267.75 



$512775 



$ 140.00 



H 



RUSSIAN COLLEGIATE INSTITUTE 
FINANCIAL STATEMENT 

September 20, 191Q to May 1, 1920 



RECEIPTS 

Donated by Central War Industrial Committee 
Balance of the fund of the Russian School 
Grant of Carnegie Corporation 

Donated by "All Russian Central Committee of Co- 
operative Societies 

"Archangel Com. of Coop. Soc." 

"Zakoopsbyt" 

"Sincredsouz" 

Central War Industrial Committee 

Committee for the Regeneration of Russia 



Contributed by individuals: 
Mr. J. Landfield 
Mr. Oganesser 
Mr. Varfolomeev 
Mr. Petrunkevitch 
Mr. Groten 
Mr. Podziersky 
Mr. Galatsky 

Students' fees 

Sale of books, interest, refunds 



; 2000.00 

140.00 

10000.00 

200.00 
200.00 
200.00 
200.00 
5000.00 
1558.34 

555-OQ 



$310.00 
100.00 
50.00 
40.00 
30.00 
10.00 
15.00 



1121.80 
99.98 



DISBURSEMENTS 




Rent and Heating 


$ 1675.00 


Salaries (in New York) 


8133.50 


Salaries (in Brooklyn) 


1330.00 


Lecture fees 


2075.00 


Books and School Supplies 


1009.70 


Furniture 


492.30 


Housekeeping 


1256.99 


Treasurer's Cheque No. 1, paid to Russ. School 


1000.00 


Office Expenses 


297.04 


Sundries 


420.13 


Balance 




N.B. This Balance does not include deposit held by the 




Proprietor of the house, 


$ 600.00 


Deposit held by Edison Co. 


25.00 


Deposit held by N. Y. Gas Co. 


5.00 



Total $630.00 



$2175.12 



$17689.66 
$ 358546 



15 



RUSSIAN COLLEGIATE INSTITUTE 

219 SECOND AVENUE 
NEW YORK 

Report of the Auditing Committee. 

The auditing Committee comprising the undersigned members, 
has examined the books and the annual financial report of the 
Russian Collegiate Institute for the year 1919-1920 and has found 
that 

1 . The annual financial report is correct, 

2. The figures shown in this report correspond to those in the 

books, 

3. The books presented for examination, namely (a) Cheque- 

book, (b) General Ledger, (c) Weekly Expense Account and 
(d) Secretary's Account are adequate for checking up ex- 
penditures, 

4. The vouchers correspond to the entries of expenditures. 

Signed: D. Vinogradov 
L. Trofimov 
V. Yakhontov 

May 4, 1920 



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